Stamford Welland Academy, located in Stamford, Lincolnshire, has been rated as good in its recent inspection conducted on 21 and 22 September 2021. The school has demonstrated strong effectiveness across various aspects, including the quality of education, behavior and attitudes, personal development, and leadership and management. The inspection highlighted the positive relationships that pupils develop with staff, fostering a sense of community within the three houses: Austen, Da Vinci, and Newton. This structure allows staff to know pupils well, contributing to a safe and happy environment.
Leaders at Stamford Welland Academy have set high expectations for pupil achievement and have carefully considered the knowledge necessary for future success. Most pupils are well-prepared for their next steps after leaving the school. Teachers maintain high expectations, and many pupils respond positively, demonstrating good behavior. Instances of bullying are reported as rare, and when they do occur, staff address them effectively. The school offers a variety of extracurricular activities, including a combined cadet force and a range of options during the school’s session six.
The school is proactive in supporting pupils facing emotional or mental health challenges, with staff acting quickly to provide assistance. Mental health counselors and a therapy dog are available to help pupils in need. Leaders have made significant improvements since the last inspection, enhancing the quality of education and strengthening community relationships, which has led to increased parental interest in the school.
Pupils benefit from a broad curriculum, with a notable increase in the number studying languages. Leaders have made ambitious decisions regarding the curriculum, particularly in addressing previous underachievement in key stage four. Most teachers possess good subject knowledge and effectively check pupils' understanding. However, in subjects like geography and music, where learning stops in Year 8, pupils do not always retain knowledge as deeply as they could, impacting their confidence in recalling previously learned material.
Support for pupils with special educational needs and disabilities is effective, with teachers trained to adapt their teaching accordingly. However, leaders are not fully aware of which strategies are most beneficial for these pupils, which may limit their potential achievements. The school prioritizes literacy and reading, with initiatives such as teaching powerful words and providing dedicated reading spaces. A phonics program has been introduced for struggling readers.
Pupils engage in lessons that explore important social issues, including discrimination and healthy relationships, which broadens their understanding of spiritual, moral, social, and cultural matters. Careers advice is provided in line with the Baker Clause, preparing pupils for their future pathways. The school environment is calm and orderly, with most pupils displaying positive attitudes toward learning. Attendance rates are improving, and staff recognize the positive changes implemented by the headteacher and deputy headteacher.
The governing body, including academy councillors and trustees, is well-informed about the school and works collaboratively to support and challenge leaders. The safeguarding arrangements are effective, with staff aware of their responsibilities and pupils feeling confident to report concerns. Overall, while the school has made significant strides, there are areas for improvement, particularly in ensuring that pupils continue to engage with key topics in subjects they do not study beyond key stage three and in evaluating the effectiveness of support strategies for pupils with SEND.
